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It’s All About Context – Part Two

Last month, my 5 and 6 year old students listened to and discussed “The Dream Keeper,” by Langston Hughes. I wrote it for them on the white board, and we left it up to display for the whole month. We talked about who Langston Hughes was, who might be the voice in this poem, what our dreams are, what our heart melodies sound like to us, and why “the Dream Keeper” would wrap dreams up for someone, “away from the too-rough fingers of the world.” Their responses were typical for 5 and 6 year old children.

One day, we drew what our dreams and heart melodies looked like for us. Each student imported a photo of the drawing into our Explain Everything app, and then recorded an explanation of what his drawing was about. On the next slide in the app, each boy typed the full poem and then recorded himself reading it – this activity was their decision. They wanted to have a typed version of the poem somewhere in this project file.

Somewhere along the way, the boys memorized the poem… completely unbeknownst to me. I only discovered this fact when we went to visit our “grand-friends” to make Valentine’s crafts with them right before Valentine’s Day. I mentioned something about our heart melodies, and the boys started reciting the poem. My jaw dropped! We never practiced memorizing the poem. We never practiced reading it aloud together, and they’re all at different stages in their reading. There are quite a few words in this poem that are challenging for many of them!

Why, then, did they memorize this poem? It was meaningful to them. They had some context of what the words meant, why someone might want to protect the dreams of another person, and how the world isn’t always kind. Every single one of them found some connection to this poem and their own dreams and heart melodies. Even now, a month later, they want to talk about that poem.

Did they learn about Langston Hughes and the Harlem Renaissance? A little. Do they know the connection to Hughes’ Dream Variations poetry and the structure of blues music? Not really, although they did notice it “sounded like a song.” Someday when they’re a little older and come across this poem again, they will already have a foundation to build upon. They have SOME context – in this case, an emotional connection – now for some very complex ideas.

Can you imagine what they’ll be able to do with this poem when they’re older?

I can’t always guarantee that each of my students will have an instant connection to what they’re learning. What I CAN do is help provide some context for each student… and that will look different for each and every one of them.

Most importantly, I think, is to remind ourselves (often) that memorization is NOT the most essential aspect of learning. A small step, yes; but as I mentioned in the previous post, a small child can memorize their ABCs. That doesn’t mean they can read or even tell you what sounds each letters make.

I always get a lot of pushback when I bring this up, but I’ll debate this with anyone. Yes, some foundational facts must be memorized in order to move forward with more advanced concepts, but memorization cannot be our only emphasis in learning.

So… in your school, where does most of your students’ time fall? Creating? Discussing? Evaluating?

Or is their time mostly spent on recalling information that someone has told them is important?

We emphasize to our students that which is most valuable by what we spend time doing with them.

Please Note:

The opinions expressed in this blog and its supporting pages are my personal views and do not necessarily reflect the opinions or policies of my employer/school.

Michelle K. Baldwin reserves the right to delete comments that are unfit for the focus of this blog and/or close the comments on any post already published. Debate and constructive critique is encouraged, but comments made as personal attacks on any other commenter will be removed.

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